The framework of integrative/inclusive education at schools in Hungary has been given since 1989. At first it was optional for schools, later it became more and more popular especially because of the Public Education Law in 2003 (LXI.) which stopped the “unjustified separation” of students.
Integrated study groups represent a high level of student-heterogeneity to which teachers have to adjust in order to teach them. Do you think that disabled students can effect the teaching strategies in mainstream schools or not really?
In our research being carried out among 170 practicing teachers we experienced that:
--Those who deal with SNI learners rarely use group learning in their classes, but frontal methods of teaching are characteristic of theit methodological culture.
--Those with a higher number of hours engaging mainstream students, better prefer cooperative learning models, but less emphasize explanation as a teaching method.
--Teachers with the higher number of lessons in inclusive classes are more likely to have a „method identity” (method- perferance in mainstream and inclusive classes).
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